Journal of cognitive enhancement : towards the integration of theory and practice最新文献

{"title":"Divergent Research Methods Limit Understanding of Working Memory Training.","authors":"Valentina Pergher,&nbsp;Mahsa Alizadeh Shalchy,&nbsp;Anja Pahor,&nbsp;Marc M Van Hulle,&nbsp;Susanne M Jaeggi,&nbsp;Aaron R Seitz","doi":"10.1007/s41465-019-00134-7","DOIUrl":"https://doi.org/10.1007/s41465-019-00134-7","url":null,"abstract":"<p><p>Working memory training has been a hot topic over the last decade. Although studies show benefits in trained and untrained tasks as a function of training, there is an ongoing debate on the efficacy of working memory training. There have been numerous meta-analyses put forth to the field, some finding overall broad transfer effects while others do not. However, discussion of this research typically overlooks specific qualities of the training and transfer tasks. As such, there has been next to no discussion in the literature on what training and transfer tasks features are likely to mediate training outcomes. To address this gap, here, we characterized the broad diversity of features employed in N-back training tasks and outcome measures in published working memory training studies. Extant meta-analyses have not taken into account the diversity of methodology at this level, primarily because there are too few studies using common methods to allow for a robust meta-analysis. We suggest that these limitations preclude strong conclusions from published data. In order to advance research on working memory training, and in particular, N-back training, more studies are needed that systematically compare training features and use common outcome measures to assess transfer effects.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"100-120"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00134-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39280543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of US Army Research Contributing to Cognitive Enhancement in Military Contexts","authors":"Tad T. Brunyé, Randy J. Brou, T. Doty, F. D. Gregory, Erika K. Hussey, H. Lieberman, K. Loverro, E. Mezzacappa, W. Neumeier, D. Patton, J. Soares, T. Thomas, Alfred B. Yu","doi":"10.1007/s41465-020-00167-3","DOIUrl":"https://doi.org/10.1007/s41465-020-00167-3","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"453 - 468"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00167-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multisensory Perception, Verbal, Visuo-spatial and Motor Working Memory Modulation After a Single Open- or Closed-Skill Exercise Session in Children","authors":"Jessica O’Brien, G. Ottoboni, A. Tessari, A. Setti","doi":"10.1007/s41465-020-00189-x","DOIUrl":"https://doi.org/10.1007/s41465-020-00189-x","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"5 1","pages":"141 - 154"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00189-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Osteopathic Medical Students’ Attitudes Towards Different Modalities of Neuroenhancement: a Pilot Study","authors":"Aakash Dave, L. Cabrera","doi":"10.1007/s41465-020-00163-7","DOIUrl":"https://doi.org/10.1007/s41465-020-00163-7","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"422 - 433"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00163-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On-the-Spot Binaural Beats and Mindfulness Reduces the Effect of Mental Fatigue","authors":"J. Axelsen, Ulrich Kirk, W. Staiano","doi":"10.1007/s41465-019-00162-3","DOIUrl":"https://doi.org/10.1007/s41465-019-00162-3","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"31 - 39"},"PeriodicalIF":0.0,"publicationDate":"2020-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00162-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science.","authors":"Hannah R Wilkinson, Claire Smid, Su Morris, Emily K Farran, Iroise Dumontheil, Sveta Mayer, Andrew Tolmie, Derek Bell, Kaśka Porayska-Pomsta, Wayne Holmes, Denis Mareschal, Michael S C Thomas","doi":"10.1007/s41465-019-00161-4","DOIUrl":"10.1007/s41465-019-00161-4","url":null,"abstract":"<p><p>Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (<i>n</i> = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (<i>p</i> < .001, η_p ² = .067) and STP (<i>p</i> < .01, η_p ² = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (<i>p</i> < .05, η_p ² = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 3","pages":"296-314"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38294131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Randomised Experiment Evaluating the Mindful Raisin Practice as a Method of Reducing Chocolate Consumption During and After a Mindless Activity","authors":"M. Mantzios, H. Egan, Tayaba Asif","doi":"10.1007/s41465-019-00159-y","DOIUrl":"https://doi.org/10.1007/s41465-019-00159-y","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"250 - 257"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00159-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42316920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sex Hormones as Cognitive Enhancers?","authors":"F. Pozo Nuñez, M. J. Maraver, L. Colzato","doi":"10.1007/s41465-019-00156-1","DOIUrl":"https://doi.org/10.1007/s41465-019-00156-1","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"228 - 233"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00156-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of a Sustained Cognitive Engagement Intervention on Cognitive Variability: The Synapse Project.","authors":"Christopher R Brydges,&nbsp;Allison A M Bielak","doi":"10.1007/s41465-019-00140-9","DOIUrl":"https://doi.org/10.1007/s41465-019-00140-9","url":null,"abstract":"<p><strong>Background: </strong>Interest in maintaining one's cognitive ability and quality of life through older adulthood has greatly increased in recent years. However, research examining the effectiveness of cognitive engagement interventions on older adults is mixed and the mechanisms behind improving cognition in older age are unknown. It is possible that traditional measures of cognitive outcomes, such as average reaction time, may overlook potential benefits due to a lack of sensitivity in these measures. One alternative metric is intraindividual variability (IIV) in response speed (short-term variations in performance on reaction time tasks), which reflects fluctuations in attention and is a sensitive behavioral measure of neurological integrity that is predictive of future cognitive decline and impairment.</p><p><strong>Objective: </strong>The current study aimed to investigate whether IIV was improved in older adults through productive cognitive engagement (i.e., acquisition of new skills) in comparison to receptive engagement (activities that rely upon existing knowledge).</p><p><strong>Methods: </strong>Participants were 173 typically aging adults aged 60-90 years who were recruited to the Synapse Project and randomly allocated to a productive engagement activity (learning to quilt and/or conduct digital photography) or receptive engagement activity (socializing, or placebo cognitive tasks such as completing crosswords). Participants completed three flanker tasks at baseline and after completing the 14-week intervention program. IIV was calculated as the trial-to-trial variability in responding to congruent and incongruent trials in each task.</p><p><strong>Results: </strong>Neither traditional intent-to-treat nor complier average causal effect modeling analyses showed any significant improvements in IIV for either intervention group. Further, Bayesian analyses showed that there was moderate evidence in favor of the null hypothesis.</p><p><strong>Conclusion: </strong>An intensive cognitive activity intervention did not result in a reduction in IIV. We suggest that intervention programs may need to specifically engage cognitive domains associated with IIV (i.e., attention, executive control) for improvements to be observed. Additionally, other design factors such as using a longer duration and/or applying the intervention to atypically aging groups, such as those with mild cognitive impairment, may increase the likelihood of significantly reducing IIV via an intervention.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"3 4","pages":"365-375"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00140-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38256941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Complexity on Training for Exploration of Non-intuitive Rules in Theory of Mind","authors":"N. Yuviler-Gavish, Doron Faran, Mark Berman","doi":"10.1007/s41465-019-00158-z","DOIUrl":"https://doi.org/10.1007/s41465-019-00158-z","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"323 - 332"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00158-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}